Memorizing soccer tactics through immersive and non-immersive visualizations: the moderating effect of visuospatial abilities

Abstract

Abstract Objectives Virtual reality (VR) is increasingly being used for sports purposes, including tactical learning. However, the instructional efficiency of this emerging technology remains unclear, especially when considering learners’ cognitive abilities, such as visuospatial abilities (VSA). The aim of this study was to investigate the role of VSA in memorizing soccer tactics under immersive (VR) and non-immersive (animation) conditions. Methods The experiment involved a group of 52 adult male soccer beginners. Initially, participants’ VSA were assessed using six computerized tasks. Subsequently, participants were tasked with memorizing and reproducing tactical soccer scenes in VR and animation formats. Results The results revealed a significant interaction, indicating that beginners with high-VSA were more efficient at memorizing scenes through animation than VR, supporting the ability-as-enhancer hypothesis. Conversely, those with low-VSA benefited equally from both visualizations, despite being more accurate in recalling scenes through VR. Conclusions Findings suggest that coaches should pay attention when using new technologies such as VR and consider individuals’ levels of VSA to improve their communication and learning sessions.